Psychological theory and pedagogical effectiveness
The learning promotion potential framework
Bibliographic Data
| ID | 9616170 |
|---|---|
| Authors | Peter Tomlinson (0000-0001-5818-2220, University of Leeds, corresponding author) |
| Year | 2008 |
| Volume | 78 |
| Issue | 4 |
| Pages | 507-526 |
| Publication date | 2008-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709908x318672 |
| PMID | 18547462 |
| OpenAlex | W2144996272 |
| Language | EN |
| References cited | 21 |
Background : After a century of educational psychology, eminent commentators are still lamenting problems besetting the appropriate relating of psychological insights to teaching design, a situation not helped by the persistence of crude assumptions concerning the nature of pedagogical effectiveness. Aims To propose an analytical or meta‐theoretical framework based on the concept of learning promotion potential (LPP) as a basis for understanding the basic relationship between psychological insights and teaching strategies, and to draw out implications for psychology‐based pedagogical design, development and research. Method This is a theoretical and meta‐theoretical paper relying mainly on conceptual analysis, though also calling on psychological theory and research. Content Since teaching consists essentially in activity designed to promote learning, it follows that a teaching strategy has the potential in principle to achieve particular kinds of learning gains (LPP) to the extent that it embodies or stimulates the relevant learning processes on the part of learners and enables the teacher's functions of on‐line monitoring and assistance for such learning processes. Whether a teaching strategy actually does realize its LPP by way of achieving its intended learning goals depends also on the quality of its implementation, in conjunction with other factors in the situated interaction that teaching always involves. The core role of psychology is to provide well‐grounded indication of the nature of such learning processes and the teaching functions that support them, rather than to directly generate particular ways of teaching. A critically eclectic stance towards potential sources of psychological insight is argued for. Applying this framework, the paper proposes five kinds of issue to be attended to in the design and evaluation of psychology‐based pedagogy. Other work proposing comparable ideas is briefly reviewed, with particular attention to similarities and a key difference with the ideas of Oser and Baeriswyl (2001)
Educational psychology · Epistemology · Learning theory · Mathematics education · Promotion (chess) · Quality (philosophy) · Situated · Teaching method · Artificial Intelligence · Computer Science · Educational and Psychological Assessments · Educational Environments and Student Outcomes · Evaluation of Teaching Practices · Psychology
The scientific basis of the art of teaching
The Cambridge Handbook of Expertise and Expert Performance
Talks to teachers on psychology--and to students on some of life's ideals.
An Experimental Study of Effective Teaching in First-Grade Reading Groups
Levels of processing
Assessment and Classroom Learning
The Concept of Mind
Psychometricians’ Beliefs About Learning
Realism in Research
Understanding Mentoring
The Theoretical and Conceptual Bases of Instructional Design
Knowledge and Teaching
The state of educational intervention research as viewed through the lens of literacy intervention
On prediction in skilled movements
| Citation velocity | historical |
|---|---|
| Highly cited | No |